adult pianists

My first Chetham’s. The International Summer School & Festival for Pianists, that is. Manchester, UK. Two hundred and thirty participants. Forty tutors and staff. Phew!

What is Chetham’s? A holiday? An experience? A dream? Deep learning? A festival? Camaraderie? Joy? All these and more. Mental exhaustion? Yes. Tutorials throughout the day. Recitals each evening. And practice rooms open 6am til 11pm. Seven days (fourteen if you can do it) of end-to-end piano madness. Non-stop. Punctuated by meals and coffee breaks. And for those with stronger metabolisms than I, late nights in the bar or around town. I needed sleep. Lots. Be prepared to pace yourself.

So what is Chetham’s? A privilege. Yes. A shock, also. So much talent. I feel … inadequate. My journey just beginning, despite the last years of obsessive practice. I am … nowhere. Visceral. I feel it keenly as I watch the young people and experienced ‘adult amateurs’. It’s hard to come to terms with this reality, despite the modest progress I have made. So little for the effort expended. Like a heavy weight bearing down on me, I hardly dare to imagine what will happen if, in the end, I find the journey too onerous.

Day 1: Tai chi (optional) Breakfast. 1-to-1 and group workshops. Coffee break. Workshops or practice. Lunch. Workshops. I play on stage, on a grand, for six minutes, to over seventy people. I am first to volunteer. Not bravery. Far from it. Desperation. Unless I do this my performance anxiety will kill whatever progress I have made. Dinner. Then three more recitals. Top international talent. 10pm. Bar. Wine (large glass). Sleep.

Repeat for six days. And *everyone* gets a piano.

Day 2: 9am. I am sitting in (observer) on a composition class. A young man, clearly ambitious (and knowledgeable) is explaining to a faculty tutor that he wishes to write a toccata. His tutor opens a copy of Spectrum, book IV (ABRSM) and invites the young man to accompany him at the keyboard in selected ‘miniatures’. They discuss style and compositional ideas. Exploring. There is a poster on the wall of the tutor’s office: Peter Maxwell Davies. My mind returns to 1975.

What is Chetham’s? Memory jogger and nostalgia generator.

Time for my second 1-to-1. Schubert. I learn how to play big chords, softly. And how Schubert requires far less pedal than I was using. Somehow Tippett enters the conversation. My tutor has a close relative now occupying the house where Tippett lived and composed. He tells me about the garden path he trod while writing Child Of Our Time. And as the lesson ends, my tutor tells me – based on what he heard and the way I took instruction – that I should be playing more advanced music: Grade 8 music. Music to my ears … but he does not know just how much work I do at Grade 6. LOL.

Still day 2. Lunch. I sit down by myself. A lady a couple of chairs away seems eager to introduce herself. We exchange stories. As a student, she studied Jazz, at Leeds, and now teaches. I start listing some of my musical heroes, starting with Corinne Bailey Rae. Her face lights up. “I was at college with Jason and Steve!” Oh my. My new Chetham’s friend (Leeds accent, there’s the clue) shows me photos of herself and the gang.

Is this musical world smaller than we imagine? Is that because being ‘musical’ is rare? Or weird? Does it require a particularly high IQ, or is it just a niche innate ‘talent’? More evidence emerges … I am in the school shop (Forsyths, who also ship-in additional grand pianos for the summer school) and ask a question about the Spectrum series of ‘contemporary music’ I heard about in the composition class. A man standing nearby asks, “Ah. Do you like contemporary music?”

“Britten and Tippett,” I reply.

“Oh, not contemporary then,” he says. “Britten would be 106 this year.” He smiles.

(He has a point. I have some catch-up to do.)

And then explains he has “worked with Britten”, and “lived for a while at The Red House”. Wow.

“And did I mention that I also worked with Tippett. Nice man.”

And the young woman behind the book counter joins in. “Yes, Tippett came to conduct our school orchestra. I agree, really nice. Fun. Britten was a but stuffy.”

Racing ahead with more connections the man (a Faculty tutor I now see from his badge) adds, “I taught Ed Sheeran you know. Lovely family. Must catch up with him some day.”

So there we are. What is Chetham’s? The centre of things.

How can this still be Day 2? But it is. A (much anticipated) evening recital in the gorgeous Stoller Hall (perfect acoustics). Angela Hewitt. Bach. The monumental Goldberg (30) Variations. Four (four) standing ovations! A once-in-a-lifetime performance. Superhuman. Truly. Everyone agrees.

Stoller Hall

Day 3. The afternoon class introduces a wonderful idea. We are each asked to i) walk to the piano (applause), ii) improvise “anything” (no more than thirty seconds), iii) take a bow and iv) walk offstage. It works like a dream. Those who were reticent to play before are, by the end of the course, playing to the group.

Day 3. Evening. The bar. Chatting. We have just been treated to not one but TWO concertos. Brahms No. 1 and No. 2, with full orchestra (the first performed by Murray McLachlan, founder of the summer school, the second by the french-American pianist Eugen Indjic). A quiet lady joins us. I ask her what she has played to her group. In an accent I don’t recognise she explains she is too nervous. She has travelled to Manchester from Brazil. And not played! (other than to her tutor) Well, that has to end. Gathering up a colleague, and despite it being late (11pm), I suggest that we grab a room with a couple of grand pianos and play to each other for an hour or so. And we do. And my little plan works. She plays a complex piece by Villa Lobos. Slow and hesitant but lovely. And half an hour later she is showing off another piece, rich in Brazillian rhythms. Mission accomplished.

(Later in the week I repeat this trick for an IT Project Manager who had previously only played to his teacher at home … not even to his family and friends. But he played for me, at Chetham’s, and later found the confidence to play in his final group workshop.)

So what is Chetham’s? Mutual support network. Agony aunt for performance anxiety limited international piano tourists.

Day 4. I sit in on an ‘Improvisation” lesson. The pupil is a lady I met on the bus from the station. She has spotted my music bag and introduced herself. Her first Chetham’s, just like me. To the surprise of her tutor, she breaks down, tearful, before the lesson gets underway. The explanation: the first two days had shown her a new world: what it *really* means to be a musician. She explained that her musical education at school, and with various ‘teachers’ thereafter, was little but rote learning. No creativity. No authenticity. I understand her. My childhood experience was limiting. Decades pass and along comes Chetham’s to show us what the journey is really about. Two minutes later she has recovered her composure as she listened to the kind, empathetic, words of reassurance from her sensitive faculty teacher.

Day 4. Just before lunch. A friend from a London-based piano circle I attend (LPMG) emerges from class. We decide to help each other and find an empty practice room. He helps me with my sight reading. We exchange notes on Bach minuet style. We play Satie to each other, wondering how to achieve evenness.

Adult student receiving tuition at Chethams Summer School for Pianists

Day 4. Afternoon tutorial. More input. Listen. Apply. This is good. I am learning. I hope it sticks. I’ll try.

Quote of the week:

Pupil: “I always get these bars wrong.”

Tutor: “I see. Have you tried playing them right?”

Evening concert. Sarah Nicolls’ ‘Outside-In-Piano’. Difficult to describe. Sarah builds vertical pianos, exposing the strings. The keyboard is sawn off and put back at a ninety degree angle. (No reaching over to get to the strings and the audience sees everything) Sarah uses this ‘instrument’ and a pile of electronics to compose new music. Tonal music washed in pads of sound coaxed from the unusual piano using her box of toys. What is this music? Part theatre, I could call it acoustic-electro-Dada’esque art. The hour with Sarah bewitches the audience. I meet up with her after the show, and she gives me an old piano-key from one of her construction projects. Apparently it contains a secret download-key to her digital album.

Sarah turns out to be an ex-student here at the school. So what is Chetham’s? Creativity incubator. And talent attractor.

Sarah is building a new InsideOutPiano (grand) using high-tech light weight components. The unique #StandingGrand will be built by FuturePianoLtd. The design will occupy no more space than a traditional upright and be able to be carried by two people. This will allow Sarah to perform more wildly and perhaps open the market for more musicians to own such a beautiful and unique instrument. Please consider supporting this project here on Kickstarter.

Day 5. Late (after an evening of recitals). Cabaret!! Not the musical; rather an end of summer school tradition. We assemble in the hall for the end of week celebration. A few have been roped in to provide the ‘entertainment’. A talented student plays the ubiquitous Bach Prelude in C major from the WTC Book 1. He is sitting on the ground, facing away from the keyboard, hands over his head and swapped left-right. This and a host of other entertainment closes the night. And before you ask … yes, I volunteered. It went down OK (for a first timer). Enough said of that the better.

Day 6. The following morning. Bit-of-a-head after late night wine. But I had signed up to play in the ‘leaving day’ recitals at 10AM. Without music! Memorization. Satie. Gnossiennes No. 1 and No. 2. Six minutes. That should be enough of me for this audience.

So what is Chetham’s? Unique. Essential. If you want to find out what lies ahead, just around the corner, waiting to pop up and poke fun at you. I’m back at school, where I need to be. The stepping stone.

What was the oddest thing I learnt? Clementi lives in Croydon. His name is Chris and he is a bellringer. Yes, Clementi’s great great (etc) grandson lives not too far. I knew there was a reason I found those exercises a little too close for comfort….

Like many adult learners, Howard Smith found it surprising that he would suffer that most debilitating of all pianistic ailments: extreme performance anxiety. He explained to me that this came as a big surprise, having been a confident keynote speaker at many large events during his long career in the IT industry. Now semi-retired, Howard is working hard to lead a new creative life, focussed on the piano.

Confronting my fears and learning ways to reduce and manage them is empowering. I can become a more confident performer.

There are two kinds of performance anxiety:

Irrational anxiety: fear for no good reason! If I am well-prepared, it should be possible to overcome irrational anxieties.

Rational anxiety: insufficient practice and preparation. Maybe I was just lucky playing at home in the practice room? Under the spotlight, things fell apart.

The combination of sufficient practice and building resilience under emotional stress can help to reduce performance anxieties.

Technical preparation is the bottom line. Stiffness, awkward movements and poor technique become completely dysfunctional during a live performance; my mind and muscles won’t be able to cope.

I must develop a narrative of success and avoid a narrative of failure. A series of poor performances can result in a vicious cycle of negativity. Avoid at all costs.

Consider using techniques from NLP and CBT to turn negative messages and the ‘toxic inner critic’ into positive affirmation and confidence-boosting messages.

1) Adopt the Right Mindset

Accept yourself for what you are. How well you perform is not a determiner of your self-worth.

Nobody is perfect. A few mistakes are OK. Most audiences won’t notice, and many are non-judgemental.

Accept that a degree of nervousness (butterflies) is healthy. It is natural and affects most everyone. If you are not nervous or are overconfident, something is wrong. Adrenaline can be useful but needs a channel.

To build a narrative of success, seek out a graduated series of low-threat performance opportunities. Start with a video camera or tape recorder. Treat this session as if it were a real performance. Stand up and address your imaginary audience. Keep going, even if you make mistakes. Try to maintain the tempo. Then move to the next level: a trusted friend or musical associate. Then a few more friends. Etc.

Each time you perform, think about what you found hard. Consider what new coping strategies may be required.

2) Choice of Music

A successful performance of any piece of music boosts your confidence and increases emotional resilience in readiness for your next performance.

Choose music safely within or below your grade: ‘easy for you’ pieces with which you are entirely comfortable. Hard to say, difficult to do.

Play at a tempo at which you can be confident.

Performing less well-known repertoire can be helpful. Familiar or iconic music can attract higher expectations from audiences, heightening your natural fear of being ‘under the spotlight’.

3) Prepare for the Performance

Be well prepared. Practice. Practice. Practice. Eliminate anything and everything that can go wrong. Practice until you cannot go wrong.

Tip: A few days before your performance, identify the one bar (one) that you find the most challenging. Experience shows that this simple, practical solution seems to ‘clinch’ the sense of confidence after all else is said and done.

Perform whenever and wherever you can. For example, find a piano in a public space. Play when your friends come round, whether they want to hear or not. Tell your ad-hoc audiences to accept your performance for it is: the practise of practice! Doing so will help you feel what it is like to be nervous. These ‘safe’ performances reveal whether you have sufficiently practised.

Also, practise in front of your teacher. Take their advice but ask them not to obsess about tiny details. It’s too late for that. Ask them for their input on the entire sweep of the performance.

Work on controlled breathing, and meditation. Relax. Find the mind tools to redirect thoughts when they turn negative.

Be healthy. Exercise. Eat properly.

4) The Day Before

Limit stimulants. Get adequate sleep.

Practise yes, but avoid over-practise. Focus on the big picture.

Take a walk, jump up and down, shake out muscles, or do whatever feels right to ease any anxious feelings. Repeat nearer the time.

5) At the Performance

If possible, warm up beforehand by playing a few scales. At least try to feel the piano keyboard in advance. Play a few notes and chords. Don’t forget the pedals.

Remind yourself that you are well-prepared. Don’t over-think what could go wrong.

Foster a ‘safe space’ for yourself in which to perform. Get into ‘the zone’. Centre yourself.

Think of the audience as your friends. Connect with them – smile, make eye contact.

Shift the focus from your vulnerabilities, towards the music itself. Close your eyes. Imagine your audience enjoying the music.

Aim not only to perform correctly but also to communicate the emotion of the music (sadness, joy, profound feelings).

As you start to play; play with confidence. The success of the first few bars is essential to your continued confidence throughout the performance.

Breathe. Don’t hold your breath. Relax your facial muscles.

Play with passion! Play joyfully. Play as if you are giving a GIFT to your audience, instead of focussing on what may go wrong or being over-critical of yourself. Perfection if not the same as beauty. Moreover, leave your ego at home!

As you play, listen but do not analyse. Focussing too closely on finger and hand movement is not going to help at this stage. Communicate the expression or ‘story’ of the music rather than its technical aspects.

Allow the music to flow through you, imagine yourself as a conduit for it, rather than deliverer or controller.

Be in the present. Play in the moment. Don’t anticipate difficult future bars or upcoming tricky passages. Avoid thoughts such as ‘I must not get that tricky chord wrong’ or ‘I must not trip up at bar 25’. Avoid all such negative thoughts.

Tip: Imagine the music is a music roll ticker-tape, inexorably moving forward. Let the music carry you along. Declutter your thoughts from the mechanical details of performance.

Bring your mind and hands together as one, not as separate machinery. Concentrate as you play. Do not allow stray thoughts to enter your head. Chase them out.

If you make a mistake, pick up, recover and carry on – with the least amount of fuss. Keep going. Maintain tempo. Whatever happens, try not to re-start.

Have fun!

5) After the Performance

Don’t dwell on what happened during your performance, other than to learn from obvious mistakes.

Plan for your next performance, right away.

Postscript: Additional Thoughts

Minimise distractions. Find a fixed point in the distance. Focus on whatever makes you feel comfortable. This point could be your music stand, the keyboard, or somewhere beyond the piano itself. Wherever or whatever it is, ensure that your focal point is below eye level.

Be deliberate. When you step up to the piano, how exactly do you intend to sound? What, precisely, do you intend to communicate to your audience?

Build the appropriate mental image of the way you would ideally like to perform. Tell yourself that you are going to perform brilliantly, with passion and clear dynamics. Think about positive words such as light fingers, smooth playing, even shifts, fluid movements, strong chords, quiet, calm, ease. Breathe from the diaphragm.

Avoid shallow, rapid, chest breathing. Performance anxiety creates muscle tension. As you breathe, focus on each group of muscles, releasing tension as you exhale.

**Now booking for 2020**

The piano summer school is now an established part of the year for many amateur pianists, and the recent launch of several new courses and summer schools is a mark of their continued popularity. Much more than a “piano holiday”, the piano summer school is an opportunity to study with leading pianist-teachers, observe others being taught, hone skills such as technique and performance, enjoy concerts, and meet other pianists – this last factor being, for many, one of the chief attractions. Being a pianist can be a lonely activity, and while many of us enjoy the solitude, it can be helpful, supportive and inspiring to meet other pianists to discuss aspects such as practising, repertoire, and much more… Doing all of this in a beautiful location with luxury accommodation and fine food can only enhance the experience.

Concert pianist James Lisney has extensive experience teaching at piano summer schools and courses, including the long-standing Summer School for Pianists and the Hindhead Piano Course. His supportive and inspiring approach empowers adult pianists to “take charge of their music, to give it priority within their busy lives and have the confidence and skills to explore as artists“, and fosters confident, independent musicianship.

James’s expertise and enthusiasm gives everyone the confidence to perform at the daily masterclasses and evening concerts, but it is at the individual sessions, where the magic really happens.

Based at Le Vert, a charming country house hotel in the Cahors region of SW France, James Lisney’s summer piano courses (launched May 2019) continue this legacy, offering adult pianists tuition in the form of workshops and masterclasses, one-to-one lessons, and performance opportunities – all within a relaxed, entertaining and considerate environment. Participants can enjoy comfortable accommodation, gourmet food and a convivial atmosphere. In addition, James offers support via email and Skype throughout the year, and regular piano ‘meetups’ give participants valuable performance experience and opportunities to socialise and enhance connections and friendships made during the courses.

a nurturer and inspirer….. you’ll come away from his classes born again (musically) and raring to practise

I am continually impressed and inspired, and occasionally truly humbled, by the passion and commitment of adult amateur pianists, and in the last month this has been brought home to me powerfully yet again, first at Chetham’s (“Chets”) Summer School for Pianists (read more here) and then on Friday evening at the monthly gathering of the London Piano Meetup Group (LPMG).

Although I work in music, I do not regard myself as a “professional” pianist and I am also quite comfortable now with the title “amateur”. While some may think this means “cack-handed hobbyist” or “Sunday pianist”, I prefer the French definition of the word: “one who loves” because all the amateur pianists I know absolutely adore the piano, myself included.

I co-founded the LPMG in 2013, in part as an opportunity to meet other like-minded people. Playing the piano can be a lonely activity and while many of us enjoy the solitude, the special time with the instrument and its literature, it is also very helpful to meet and talk to other pianists. At the time, I had been playing seriously for about 6 years (having returned to the piano after an absence of 20 years), and had been taking lessons with a concert pianist and teacher in one of London’s leading conservatoires for 5 years. I didn’t know any other pianists, apart from the handful of people I encountered fleetingly through my teacher’s courses. The LPMG filled a big gap in my pianistic life – and I know it has done the same for many others whom I meet through the group. It has also inspired the formation of several other meetups and piano clubs in the UK and beyond: in 2015 our London group had a joint meetup with the Vienna piano meetup group in the city of Mozart, Beethoven and Schubert – a very special experience indeed.

Through the LPMG I have made a number very good friends and connections, while the activities of the group have extended to include workshops and events such as the annual Diploma Day with the very popular and highly skilled teacher Graham Fitch, all of which are designed to support and encourage adult pianists.

Now run by my piano friends Claire and Rob (whom I met through the group), the LPMG hosts monthly performance events for adult pianists in London venues with good grand pianos. Many amateur pianists aspire to own a really beautiful instrument but cannot afford to do so, or are constrained by space in their home. To have the opportunity to play a really splendid instrument, such as the two expertly-maintained Steinway Ds at Henry Wood Hall, where we met last Friday, is a real treat and a chance to experience the capabilities of a big piano.

Marie playing music by Billy Mayerl at Henry Wood Hall (photo by Iain Gordon who looks after the two Steinways there)

LPMG performance platforms are social events too and always finish in a local pub or wine bar where much “piano chat” takes place – people congratulate one another on their performances, discuss repertoire and the exigencies of fitting practising into one’s working life, courses, concerts we have enjoyed, professional pianists we admire, and much much more…. We come from many different walks of life – the group includes several medics, a mathematician, an accountant, a video games designer – but we all have a common interest and we know that no one is going to roll their eyes or yawn if you start enthusing about Beethoven’s last sonatas or the beauties and intricacies of Chopin’s Fourth Ballade. This sense of a “piano community” with a shared passion is incredibly important.

When it comes to performing, which is primarily what the group is for, we have players of all ages and abilities. Some have had a formal musical training but chose a different career path, others are self-taught. Some have played all their life, others, like me, have returned to the piano after a break. None of that really matters – because we all adore the piano. I have met a number of professional pianists who envy the passion of the amateur – we can choose what we play and when, and we don’t have to make a living from it. It gives us great freedom, and hours and hours of pleasure.

Many LPMG participants are self-effacing and modest: uncertain of their abilities or anxious about playing for others, performances may be prefaced by self-deprecating comments or throwaway asides about what the audience can expect – “It’s work in progress”, “I haven’t been learning this very long”, “We only rehearsed this together yesterday afternoon!”, “It’ll probably all go wrong!”. Everyone at Meetup appreciates the feelings of inadequacy or exposure when playing for others – we all experience this to a greater or lesser degree, and playing to a roomful of other pianists can be both highly stressful and also extremely supportive. I tend towards the latter when I play at Meetups – we all understand how hard it is and appreciate the effort and hours required to bring the music to a certain standard.

After the performances, people are generous with their praise – “I loved your piece!”, “You played so well”, “I really enjoyed your Debussy!” – and this too is an important part of the group’s ethos.

To conclude, I’d like to offer some advice to anyone who feels anxious about performing in front of others:

Don’t pre-empt your performance with a negative comment, such as “It will probably all go wrong”. This immediately prompts a negative mindset, making you more vulnerable to nerves. It also makes the audience more anxious!

Instead, go to the piano and take a few moments to think yourself into the music. Hear the opening phrase in your head and imagine playing it. Don’t rush to begin. Remind yourself that you have done your practising and you are well-prepared – see below

Bring music to performance events which is well-learnt and about which you feel pretty confident. Good preparation through consistent, intelligent practise is more likely to lead to a successful performance, and if you are well prepared you are less likely to be derailed by errors or slips. The Russian pianist Vladimir Horowitz used to say, before a concert, “I know my pieces” meaning he had done the right kind of practising and preparation – it’s a good mantra to follow!

Remember these events are non-competitive and no one is judging you.

Above all, enjoy yourself!

Performance, like the piano itself, can – and should – be practised. The more times you perform, the “easier” it becomes, so take every opportunity you can to play for others, from a few family and friends at home to events like Meetups. Reaching a state of “acceptance” about performance anxiety can go a long way to relieving and coping with the symptoms. And remember that it’s a normal human response – the pros get it too!

Tucked away in a tranquil leafy corner of Great Elm, a small village near Frome in Somerset, is Jackdaws Music Education Trust. Now in its 25th year, Jackdaws was established by the singer Maureen Lehane in memory of her husband, the composer Peter Wishart, and took its name from his most-performed song, ‘The Jackdaw’. Their modest former home is host to a wide variety of very popular short music courses and workshops for adults and children, as well as concerts and opera performances.

Courses take place throughout the year, usually run from Friday evening until teatime on Sunday. The courses are led by inspiring musicians and teachers, and bring together passionate musicians, from the humblest amateur to the aspiring professional, to learn and develop together in a homely, nurturing and friendly environment. Tutors on the popular piano courses include Graham Fitch, Margaret Fingerhut, Julian Jacobson, Philip Fowke, Mark Polishook, Mark Tanner, Penelope Roskell and Stephen Savage. The ethos of Jackdaws is ‘Access-Inspiration-Inclusion’ and the atmosphere and teaching is relaxed, convivial and supportive. Course participants and tutors eat together at a large round table downstairs, meals are freshly made, generous and wholesome, and there are frequent breaks in the teaching schedule, plus free time to practise, socialise or explore the surrounding area. Participants stay with local bed and breakfast hosts in Great Elm or nearby villages.

I have been meaning to visit Jackdaws for several years: I’d heard so many positive reports of the courses and the place from pianist friends, and a short course with a small number of participants appealed to me. (I have not been tempted by larger piano courses such as the summer schools for pianists at Walsall or Chethams, nor the very expensive summer piano courses in France). It was serendipitous when my regular piano teacher Graham Fitch suggested I go on course called Finding You Voice At the Piano with Stephen Savage. Graham studied with Stephen at the Royal College of Music, and from the outset I found Stephen’s sympathetic and encouraging approach familiar from Graham’s teaching style.

Teaching is organised in a masterclass format which allows all participants to learn by observing one another being taught. We were fortunate in that there were only 4 people on this course which gave each of us the luxury of longer sessions with Stephen and the chance to further explore ideas which emerged from the teaching sessions. And from a piano teacher’s point of view, observing an expert tutor in action is also very instructive.

Our enjoyable mealtime conversations included repertoire, concerts, favourite recordings and artists and piano teaching anecdotes. These convivial interludes in each teaching day helped to forge a sense of shared purpose and musical friendship, which I think really aids learning because one quickly feels more at ease playing in front of others if you’ve shared the same dinner table with these people.

The teaching was of the highest quality: Stephen is expert at very quickly seeing what each person needs to bring their repertoire to life (in my case, a greater richness of sound and drama in the final movement of Schumann’s Fantasy in C, and more continuous energy in the opening movement of Schubert D959), and gave each of us useful advice and suggestions for practising, including strategies to bring security to leaps, chord progressions or rapid passagework. It is always wonderful to see how individuals develop, how their music changes, under the tutelage of a teacher like Stephen Savage, and it gives one inspiration and encouragement to keep going on one’s personal musical journey. In addition, courses such as these are a fantastic opportunity to hear, share and discover repertoire, and a chance to make new piano friends.

In terms of facilities, Jackdaws has a good Steinway grand in the main studios upstairs, a further Bechstein grand downstairs plus several upright pianos, a digital piano, a harpsichord and a spinet. Practice time is booked In half-hour slots using a simple rota and everyone was very good-natured about organising this. There is also free WiFi.

In sum, this was an inspiring, stimulating, enjoyable and highly instructive weekend piano “retreat” which I recommend to any adult pianist but particularly those who have not attended a piano course before or might be unsure about signing up for a longer course.

A magical place for music making, made more special by playing in such an intimate space, surrounded by beautiful nature……it encourages us to open up

– Wendy

Sharing music with empathetic people who understand what we’re trying to do and what the difficulties are. It takes courage to play at these events but as adult learners we bring our own life experiences to bear on our music

– Susan

Small, domestic ‘at home’ atmosphere and lovely people

– Mark

It’s about interaction with new people – I really do value that – and it’s humbling to work with people from a multiciplity of professions who come on these courses with their hang ups. But there’s always a way to face these and to really get some focus into their playing. I think the key factors are the ‘craft’ of playing and rhythmic organisation in the music. As a teacher it’s important to be non-judgemental and respectful

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